Assessment Literacy Phase III · Select the quickest strategy to use to solve word problems that...

AssessmentLiteracyPhaseIII:TheArtandScienceofTeaching

PresentedbyMarzanoResearchfor

WyomingDepartmentofEducation2016-17

Ms.JanK.HoeghAssociateVicePresident

[email protected]

Participantswill:• learnaboutaninstructionalframeworkfordesigninghigh-quality

classroominstructionthatincreasesthelikelihoodthatstudentswillmasterthecontentofthestandards;

• deepenunderstandingofresearch-basedelementsofinstruction;and

• exploreformalandinformaloptionsforassessingstudentlearningandusingtheresultstoplannextstepsforsupportingalllearners.

OUTCOMES

ThreeCriticalInterventions(COMMITMENTS):

•Asystemofindividualclearlearninggoalsconnectedtostudentfeedbackandevaluationattheclassroom,school,anddistrictlevels•Ensuringeffectiveteachingineveryclassroom•Buildingbackgroundknowledgeforallstudents

“Educationalresearchsuggeststhatthesinglemostinfluentialcomponentofaneffectiveschoolistheindividualteacherswithinthe

school.”

~RobertJ.Marzano~

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FEED

BACK

CONT

ENT

CONT

EXT

Prov

idin

g an

d C

omm

unic

atin

g C

lear

Le

arni

ng G

oals

1. Pr

ovidi

ng S

cales

and R

ubric

s2.

Trac

king S

tuden

t Pro

gres

s3.

Celeb

ratin

g Suc

cess

Ass

essm

ent

4. In

forma

l Ass

essm

ents

of the

Who

le Cl

ass

5. Fo

rmal

Asse

ssme

nts of

Indiv

idual

Stud

ents

Dire

ct In

stru

ctio

n Le

sson

s6.

Chun

king C

onten

t7.

Proc

essin

g Con

tent

8. Re

cord

ing an

d Rep

rese

nting

Con

tent

Prac

ticin

g an

d D

eepe

ning

Les

sons

9. S

tructu

red P

racti

ce S

essio

ns10

. Exa

minin

g Sim

ilariti

es an

d Diffe

renc

es11

. Exa

minin

g Erro

rs in

Reas

oning

Kno

wle

dge

App

licat

ion

Less

ons

12. E

ngag

ing S

tuden

ts in

Cogn

itively

Com

plex T

asks

13. P

rovid

ing R

esou

rces a

nd G

uidan

ce14

. Gen

erati

ng an

d Defe

nding

Clai

ms

Stra

tegi

es T

hat A

ppea

r in

All

Type

s of

Le

sson

s15

. Pre

viewi

ng16

. High

lighti

ng C

ritica

l Infor

matio

n17

. Rev

iewing

Con

tent

18. R

evisi

ng K

nowl

edge

19. R

eflec

ting o

n Lea

rning

20. P

urpo

seful

Hom

ewor

k21

. Elab

orati

ng on

Infor

matio

n22

. Org

anizi

ng S

tuden

ts to

Inter

act

Enga

gem

ent

23. N

oticin

g Whe

n Stud

ents

Are N

ot En

gage

d and

Re

actin

g24

. Incre

asing

Res

pons

e Rate

s25

. Usin

g Phy

sical

Move

ment

26. M

aintai

ning a

Live

ly Pa

ce27

. Dem

onstr

ating

Inten

sity a

nd E

nthus

iasm

28. P

rese

nting

Unu

sual

Infor

matio

n29

. Usin

g Frie

ndly

Contr

over

sy30

. Usin

g Aca

demi

c Gam

es31

. Pro

viding

Opp

ortun

ities f

or S

tuden

ts to

Talk

Abou

t Th

emse

lves

32. M

otiva

ting a

nd In

spirin

gStud

ents

Rul

es a

nd P

roce

dure

s33

. Esta

blish

ing R

ules a

nd P

roce

dure

s34

. Org

anizi

ng th

e Phy

sical

Layo

ut of

the C

lassro

om35

. Dem

onstr

ating

“With

itnes

s”36

. Ack

nowl

edgin

g Adh

eren

ce to

Rule

s and

Pro

cedu

res

37. A

ckno

wled

ging L

ack o

f Adh

eren

ce to

Rule

s and

Pr

oced

ures

Rel

atio

nshi

ps38

. Usin

g Ver

bal a

nd N

onve

rbal

Beha

viors

that In

dicate

Af

fectio

n for

Stud

ents

39. U

nder

stand

ing S

tuden

ts’ B

ackg

roun

ds an

d Inte

rests

40. D

isplay

ing O

bjecti

vity a

nd C

ontro

l

Com

mun

icat

ing

Hig

h Ex

pect

atio

ns41

. Dem

onstr

ating

Valu

e and

Res

pect

for R

elucta

nt Le

arne

rs42

. Ask

ing In

-Dep

th Qu

estio

ns of

Relu

ctant

Lear

ners

43. P

robin

g Inc

orre

ct An

swer

s with

Relu

ctant

Lear

ners

THE

NEW

ART

AND

SCI

ENCE

OF

TEAC

HING

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TeacherActions StudentMentalStatesandProcesses

FEED

BACK

ProvidingandCommunicatingClearLearningGoals

1.Studentsunderstandtheprogressionofknowledgetheyareexpectedtomasterandwheretheyarealongthatprogression.

Assessment

2.Studentsunderstandhowtestscoresandgradesrelatetotheirstatusontheprogressionofknowledgetheyareexpectedtomaster.

CONTENT

DirectInstructionLessons3.Whennewcontentisbeingpresented,studentsunderstandwhichpartsareimportantandhowthepartsfittogether.

PracticingandDeepeningLessons

4.Afternewcontenthasbeenpresented,studentsdeepentheirunderstandinganddevelopfluencyinskillsandprocesses.

KnowledgeApplicationLessons

5.Afternewcontenthasbeenpresented,studentsgenerateanddefendclaimsthroughknowledgeapplicationtasks.

StrategiesThatAppearinAllTypesofLessons

6.Studentscontinuallyintegratenewknowledgewitholdknowledgeandrevisetheirunderstandingaccordingly.

CONT

EXT

Engagement 7.Studentsarepayingattention,energized,intrigued,andinspired.

RulesandProcedures 8.Studentsunderstandandfollowrulesandprocedures.

Relationships 9.Studentsfeelwelcome,accepted,andvalued.

CommunicatingHighExpectations

10.Typicallyreluctantstudentsfeelvaluedanddonothesitatetointeractwiththeteacherortheirpeers.

EffectiveApplication

ofInstructionalStrategies

SpecificMental

StatesandProcesses

EnhancedStudentLearning

StructureofTheArtandScienceofTeaching


888.849.0851 marzanoresearch.com

feedback (specificinformationprovidedtoandfromtheteacherandlearnertoclarifyandguidelearning)content (thewaysinwhichlessonstypicallyprogressfromdirectinstructionthroughuseandreviewoftheknowledgeandskillsbeinglearned)context (addressingthepsychologicalneedsofstudents—thingslikeengagement,asenseofbelonging,andhighexpectations)

Thesearesuggestedasconsiderationsasateacherplansdailylessons.


Ø Designareaswithguidingdesignquestionsteachersaskthemselvesas

theyareplanningforeffectiveinstructionalunitsandthedaily

lessonswithinthem


Ø43categoriesofinstructionalstrategies(referredtoaselements)embeddedinthetendesignareasembeddedinthreegeneralcategories.

ØThese43elementsaddressinstructionalstrategiesthathavebeendetailedinmultipleanddiversesources.

ØEachelementinvolvesmultiplestrategies.


FEED

BACK

DesignArea1:ProvidingandCommunicatingClearLearningGoals

HowwillIcommunicateclearlearninggoalsthathelpstudentsunderstandtheprogressionofknowledgetheyareexpectedtomasterandwheretheyarealongthatprogression?

DesignArea2:Assessment

HowwillIdesignandadministerassessmentsthathelpstudentsunderstandhowtheirtestscoresandgradesarerelatedtotheirstatusontheprogressionofknowledgetheyareexpectedtomaster?

CONTENT

DesignArea 3:DirectInstruction

Whencontentisnew,howwillIdesignanddeliverdirectinstructionlessonsthathelpstudentsunderstandwhichpartsareimportantandhowthepartsfittogether?

DesignArea4:PracticingandDeepening

Aftercontenthasbeenpresented,howwillIdesignanddeliverlessonsthathelpstudentsdeepentheirunderstandinganddevelopfluencyinskillsandprocesses?

DesignArea5:KnowledgeApplication

Aftercontenthasbeenpresented,howwillIdesignanddeliverlessonsthathelpstudentsgenerateanddefendclaimsthroughknowledgeapplication?

DesignArea6:StrategiesThatAppearinAllTypesofLessons

Throughoutalltypesoflessons,whatstrategieswillIusetohelpstudentscontinuallyintegratenewknowledgewitholdknowledgeandrevisetheirunderstandingaccordingly?

CONTEXT

DesignArea7:Engagement

WhatengagementstrategieswillIusetohelpstudentspayattention,beenergized,beintrigued,andbeinspired?

DesignArea8:RulesandProcedures

WhatstrategieswillIusetohelpstudentsunderstandandfollowrulesandprocedures?

DesignArea9:Relationships

WhatstrategieswillIusetohelpstudentsfeelwelcome,accepted,andvalued?

DesignArea10:CommunicatingHighExpectations

WhatstrategieswillIusetohelptypicallyreluctantstudentsfeelvaluedandcomfortableinteractingwithmeortheirpeers?

10DesignAreasandDesignQuestions

FEEDBACK

Providing andCommunicatingClearLearningGoals

Element1Providing ScalesandRubrics

Element2Tracking StudentProgress

Element3Celebrating Success

FEEDBACKAssessment

Element4InformalAssessmentsoftheWholeClass

Element5Formal AssessmentsofIndividualStudents


8Marzano Research2016w marzanoresearch.com

Thestudentwilltellandwritetimefromanaloganddigital

clockstothenearestfiveminutes.

STANDARD/LEARNING GOAL

Learning Target

Learning Target

Learning Target

Learning Target

The student will tell and write time from analog and digital

clocks to the nearest five minutes.

The student will understand analog, clock, digital,

minute, nearest, time, a.m., p.m.

The student will identify the hands on an analog clock.

The student will tell and write time from digital clocks to the

nearest five minutes.

The student will count by 5s to 60.

The student will tell time to the hour, half-hour, and

quarter-hour.

The student will write time using the correct format.

The student will tell and write time from analog and digital

clocks to the nearest five minutes.


Eachlearningtarget isa“part”ofthe“whole”academic

standard/learninggoal.

LearningGoalsAstatementofwhatstudentswillknowandbeabletodo.Dr.Marzanosuggeststwoformats,onefordeclarativeknowledgeorinformation(representedas:“Studentswillunderstand…”andoneforproceduralknowledgeorstrategies,skills,andprocesses(representedas:“Studentswillbeableto…”).

MEAS

UREM

ENT,

DAT

A, S

TATI

STIC

S, A

ND P

ROBA

BILI

TY

Tim

e

Grad

e 2

Scor

e 4.0

In ad

ditio

n to

scor

e 3.0

perfo

rman

ce, t

he st

uden

t dem

onst

rate

s in-

dept

h in

fere

nces

and

appl

icatio

ns th

at g

o be

yond

wha

t was

taug

ht.

The s

tude

nt w

ill:

• so

lve

real

-wor

ld p

robl

ems

invo

lvin

g el

apse

d tim

e •

writ

e co

rrect

dig

ital t

ime

from

an

anal

og c

lock

and

the

reve

rse

Sc

ore

3.5

In a

dditio

n to

sco

re 3

.0 p

erfo

rman

ce, p

artia

l suc

cess

at s

core

4.0

con

tent

Scor

e 3.0

The s

tude

nt w

ill:

• tel

l and

writ

e tim

e fro

m a

nalo

g cl

ocks

to th

e ne

ares

t fiv

e m

inut

es (2

.MD

.7)

Sam

ple A

ctivi

ty:

Wha

t Tim

e Is I

t?

Mat

eria

ls:

anal

og c

lock

in th

e cl

assr

oom

Proc

edur

es:

Perio

dica

lly d

urin

g th

e da

y, th

e st

uden

t w

ill te

ll an

d/or

writ

e th

e tim

e, a

lso

indi

catin

g w

hat

he/s

he is

doi

ng a

t par

ticul

ar ti

me

of th

e sc

hool

day

.

Sc

ore

2.5

No m

ajor

erro

rs o

r om

issio

ns re

gard

ing

scor

e 2.

0 co

nten

t, an

d pa

rtial

suc

cess

at s

core

3.0

con

tent

Scor

e 2.0

The s

tude

nt w

ill re

cogn

ize o

r rec

all sp

ecifi

c voc

abul

ary,

such

as:

• ana

log,

clo

ck, d

igita

l, m

inut

e, n

eare

st, t

ime,

a.m

., p.

m.

The s

tude

nt w

ill pe

rform

bas

ic pr

oces

ses,

such

as:

• te

ll an

d w

rite

time

from

dig

ital c

lock

s to

the

near

est f

ive

min

utes

(2.M

D.7

) •

iden

tify

the

hand

s on

an

anal

og c

lock

•

coun

t by

5s to

60

• te

ll tim

e to

the

hour

, hal

f-hou

r, an

d qu

arte

r-hou

r •

Writ

e tim

e us

ing

the

corre

ct fo

rmat

Sam

ple A

ctivi

ties:

Be

at th

e Tim

er C

ente

r Act

ivity

:

Mat

eria

ls:

card

s w

ith d

iffer

ent t

imes

to th

e fiv

e m

inut

es; c

ards

with

dig

ital c

lock

s sh

owin

g di

ffere

nt

times

to th

e fiv

e m

inut

es; e

gg ti

mer

Proc

edur

es:

The

stud

ent w

ill m

atch

the

times

with

the

corre

ct c

lock

, try

ing

to b

eat t

he e

gg ti

mer

.

Sc

ore

1.5

Parti

al s

ucce

ss a

t sco

re 2

.0 c

onte

nt, a

nd m

ajor

erro

rs o

r om

issio

ns re

gard

ing

scor

e 3.

0 co

nten

t

Scor

e 1.0

With

help

, par

tial s

ucce

ss at

scor

e 2.0

cont

ent a

nd sc

ore 3

.0 co

nten

t

Sc

ore

0.5

With

hel

p, p

artia

l suc

cess

at s

core

2.0

con

tent

but

not

at s

core

3.0

con

tent

Scor

e 0.0

Even

with

help

, no

succ

ess

9Marzano Research2016w marzanoresearch.com

Score4.0

Inadditiontoexhibitinglevel3performance,in-depthinferencesandapplicationsthatgoBEYONDwhatwastaughtinclass

Score3.0

Nomajorerrorsoromissionsregardinganyoftheinformationand/orprocesses(SIMPLEORCOMPLEX)thatwereexplicitlytaught

Score2.0

NomajorerrorsoromissionsregardingtheSIMPLERdetailsandprocessesBUTmajorerrorsoromissionsregardingthemorecomplexideasandprocesses

Score1.0

WithHELP,apartialknowledgeofsomeofthesimplerandcomplexdetailsandprocesses

Score0.0

Evenwithhelp,nounderstandingorskilldemonstrated

ProficiencyScales

ProficiencyScale“LookFors”

ScalesSHOULDbe:² Relatedtothelearninggoal² Postedandabletobereadbystudents² Writteninstudent-friendlylanguage(when

appropriate)² Referencedduringthelesson

StudentsSHOULDbeabletoexplain:² Themeaningofthelevelsofperformance

articulatedinthescale

MarzanoResearch2016w marzanoresearch.com 10

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!!!The$Five(Step$Process$for$Developing$Proficiency$Scales$$

1) Determine!the!topic!of!the!proficiency!scale.!2) Determine!the!language!of!score!3.0!(the!target!learning!goal).!3) Determine!vocabulary!related!to!the!target!learning!goal!and!record!it!in!score!2.0.!4) Determine!prerequisite!knowledge!and!skills!and!record!it!in!score!2.0.!5) Discuss!how!a!student!might!demonstrate!a!score!4.0!performance.!

!Topic:!

Score$4.0!–!More!complex!Demonstrations!of!learning!that!go!above!and!beyond!what!was!explicitly!taught!

!

The!learner!will:!

Score$3.0!–!The!target!learning!goal/expectation!for!all!!

The!learner!will:!!

Score$2.0!–!The!simpler!stuff!Foundational!knowledge,!simpler!procedures,!isolated!details,!vocabulary!

!

The!learner!will:!

Score!1.0!L!With!help,!the!student!can!perform!Score!2.0!and!3.0!expectations!

Score!0.0!L!Even!with!help,!the!student!cannot!perform!expectations!

! MarzanoResearch2016w marzanoresearch.com


MeasurementTopic Standards

Multiplication

4.OA.1Interpretamultiplicationequationasacomparison.4.OA.2(firstpart)Multiplytosolvewordproblemsinvolvingmultiplicativecomparison.4.NBT.5Multiplyawholenumberofuptofourdigitsbyaone-digitwholenumber,andmultiplytwotwo-digitnumbers,usingstrategiesbasedonplacevalueandthepropertiesofoperations.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.

4.0Selectthequickeststrategytousetosolvewordproblemsthatrequiremultiplyingwholenumbersuptofourdigitsbyone-digitwholenumbersormultiplyingtwotwo-digitnumbers.

3.5 Inadditiontoscore3.0performance,partialsuccessatscore4.0content

3.0

1•Multiplytosolvewordproblemsinvolvingmultiplicativecomparison.2•Explainhowtomultiplyawholenumberofuptofourdigitsbyaone-digitwholenumberandhowtomultiplytwotwo-digitnumbers.

2.5 Nomajorerrorsoromissionsregardingscore2.0content,andpartialsuccessatscore3.0content

2.0

1•Understandvocabularysuchasmultiply,comparison,wordproblem,equation.1•Interpretamultiplicationequationasacomparison.1•Usearraysandequationstorepresentmultiplicationsituations.2•Understandvocabularysuchasmultiply,one-digit,two-digit,four-digit.2•Multiplyawholenumberofuptofourdigitsbyaone-digitwholenumber.2•Multiplytwotwo-digitnumbers.

EXAMPLEASSESSMENT


DetermininganAppropriateSummativeScoreforaPriorityStandard

Student #1BodyofEvidence

Standard(s) FormativeScore#1

FormativeScore#2

FormativeScore#3

FormativeScore#4

FormativeScore#5

SummativeScore

Multiplication(4.OA.1,4.OA.2,

4.NBT.5)1.5 2.0 2.0 3.0 3.0

Student#2BodyofEvidence


FormativeScore#2

FormativeScore#3

FormativeScore#4

FormativeScore#5

SummativeScore


4.NBT.5)2.0 3.0 3.5 3.0



FormativeScore#2

FormativeScore#3

FormativeScore#4

FormativeScore#5

SummativeScore


4.NBT.5)2.0 3.0 2.0 1.5 3.0



FormativeScore#2

FormativeScore#3

FormativeScore#4

FormativeScore#5

SummativeScore


4.NBT.5)4.0 3.5 3.5

Tracking Student Progress

MARZ ANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES18

Charting Class ProgressThe teacher uses a whole-class tracking chart to create a snapshot of the progress of a group of students,

such as the following.

Tracking the progress of an entire class is different from charting the progress of a single student, primarily in that the chart typically shows what percentage of students scored at a proficient (3.0) level or above for a particular assessment. This type of aggregated data can provide teachers and administrators with a snapshot of the progress of entire grade levels or an entire school. Individual teachers or teams of teachers can use such aggregated data to identify future instructional emphases. If the aggregated data indicate that an insufficient percentage of students in a particular grade level are at or above the designated performance standard, then teachers at that grade level might mount a joint effort to enhance student progress for the measurement topic.

Teacher Actions• Selecting data points for whole-class tracking

• Adjusting instruction based on whole-class progress

60

Perc

ent P

rofic

ient

or

Ab

ove

40

80

100

Teacher Name: Mrs. Josey

Measurement Topic: Persuasive Essays

Class name/Subject: Language Arts Grading period: 3rd Quarter

Total number of students represented in graph: 95

0a b c d e f g h i j

Date

a. Holiday Essay (Jan 12) f. Seasonal Essay (Mar 9) b. Pollution Essay (Jan 23) g. Environmental Essay (Mar 21) c. Presidential Essay (Feb 3) h. d. Valentine Essay (Feb 14) i. e. Scientific Theory Essay (Feb 29) j.

20


Tracking Student Progress

MARZ ANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES15

Charting Student ProgressThe teacher provides students with charts on which they can record their progress on a learning

goal over time, as in the following example.

The student sets a goal relative to a specific scale at the beginning of a unit or grading period and then tracks her scores on that scale. At the end of the unit or grading period, the teacher assigns a final or summative score to the student for the scale (see column S in the figure).

Because formative scores are designed to provide a view of students’ learning over time, it is useful to have students chart their own progress on the scale for each learning goal. To do so, the teacher provides a blank chart for each learning goal. Having each student keep track of his or her scores in this fashion provides a visual representation of his or her progress. It also allows for powerful discus-sions between teacher and students. The teacher can discuss progress with each student regarding each learning goal. Also, in a tracking system such as this one, the students and the teacher are better able to communicate with parents regarding the students’ progress in specific areas of information and skill. Finally, note that the chart has places for students to identify the progress they wish to make and the things they are willing to do to make that progress.

Name: Courtney

Learning Goal: Make and defend inferences about the Civil War.

My score at the beginning: 1.5 . My goal is to be at 3.0 by November 17 .

Specific things I am going to do to improve: Work 15 minutes three times a week.

2

0

Sco

re o

n Le

arni

ng G

oal

1

3

4

a b c d e f g h i S

Date

a. September 12 f. b. October 18 g. c. November 9 h. d. i. e. Summative Score: 3.0


DIRECTINSTRUCTIONLESSONSElement6Chunking Content

• Involvestheteacherbreakingthecontentintosmallchunksofinformationthatcanbeeasilyprocessedbystudents

Element7ProcessingContent

• Involvestheteacherusing avarietyofstrategiestoallowstudentstoprocessnewknowledge

Element8RecordingandRepresentingContent

• Involvestheteacherengagingstudentsinactivitiesthathelpthemrecordtheirunderstandingofnewcontentinlinguisticandnonlinguisticways


PRACTICING ANDDEEPENINGLESSONSElement9StructuredPracticeSessions

• Involvestheteacherengagingstudentsinpracticeactivitiesthathelpthemdevelopfluency

Element10ExaminingSimilaritiesandDifferences

• Involvestheteacherhelpingstudentsdeepentheirknowledgebyexaminingsimilaritiesanddifferencesbetweenitems

Element11ExaminingErrorsinReasoning

• Involvestheteacherhelpingstudentsdeepentheirunderstandingofinformationalcontentbyhavingthemexaminetheirownreasoningorthelogicoftheinformationpresentedtothem


Element#9:StructuredPracticeSessions

HowcanIhelpstudentspracticeskills,strategies,andprocesses?q Structurepracticesessionsspacedcloselytogether.q Planforpracticesessionsthataregraduallylessstructuredandmorevaried.q Planforpracticesessionsthathelpstudentsdevelopfluency.q Considercooperativelearningstrategiesforpracticeactivities.Thiscanoccuronce

studentshaveengagedinsomeformofindividualpracticeandthencollaboratewithpeerstochecktheirworkandialogueaboutwhatledtotheircorrect/incorrectanswer.

19

DesiredEffect:Studentsperformtheskill,strategy,orprocesswithincreasedskillorconfidence.

MarzanoResearch2016w marzanoresearch.com

Element#10:ExaminingSimilaritiesandDifferences


Element#11:ExaminingErrorsinReasoning

Ifstudentsareabletoexaminetheirownreasoning,they:q Candescribeerrorsorinformal fallaciesininformation.q Canevaluatetheefficiencyofaprocess.q Canexplaintheoverallstructureofanargumentpresentedtosupportaclaim.q Canidentifyerrorsinreasoning.q Canidentifysupportfortheirperspectivesusingtheappropriateevidence.q Canidentifythesupportsbehindmultipleperspectives.q Canidentifytheevidenceusedtosupporttheclaimofothersinpresented

information.q Canidentifyandtakevariousperspectives.

WhatWeCanDoToHelpOurStudentsExamineTheirReasoning1. Useauthenticexampleswithstudents. Collectexamplesoferrorsinreasoning

fromeverydaylife (newspapers, Internet,television,advertising,etc.).Usetheseexamplestoshowstudentsthatfaultyreasoningiseverywhere.Invitestudentstobringexamplestoshareinyourclassroom.

2. Requirestudentstoprovidejustification.Provideongoingopportunitiesforstudentstoexplaintheirworkandproviderationalefortheirprocessesandsteps.Encouragemultiplewaystosolveproblemsandexpectthemtoexplaintheirthinking.

3. Anticipatestudenterrorsandmodeltheminthepresentationofcontent.Designlessonstoincorporatecommonerrorsyouanticipatestudentsmightmake.Helpthembecomeawareofthesecommonerrorssothattheycanavoidpitfalls.

4. Modelandthinkaloudforstudents.5. Givestudentsenough“thinktime”toreasonduringclassdiscussions.


STRATEGIESTHATAPPEARINALLTYPESOFLESSONSElement15Previewing

• Involvestheteacherengaging studentsinactivitiesthathelpthemlinkwhattheyalreadyknowtothenewcontentabouttobeaddressedandfacilitatestheselinkages

Element16Highlighting CriticalContent

• Involves theteacheridentifyingimportantinformationtowhichstudentsshouldpayparticularattention

Element17Reviewing Content

• Involvestheteacherengagingstudentsinabriefreviewofcontentthathighlightsthecriticalinformation

Element18Revising Knowledge

• Involvestheteacherengagingstudentsinarevisionoftheirknowledgeofcontentaddressedinpreviouslessons

Element19Reflecting onLearning

• Involves theteacherengagingstudentsinactivitiesthathelpthemreflectontheirlearningandthelearningprocess

Element20PurposefulHomework

• Involvestheteacherdesigninghomeworktohelpstudentsdeepentheirknowledgeofinformationalcontentorpracticeaskill,strategy,orprocess

Element21Elaborating onInformation

• Involvestheteacheraskingquestionsorengagingstudentsinactivitiesthatrequireelaborativeinferencesthatgobeyondwhatwasexplicitlytaught

Element22OrganizingStudentstoInteract

• Involvestheteacherorganizingstudentstointeractinathoughtfulwaythatfacilitatescollaboration



Elem

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eviewingCo

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Chun

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Conten

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Recordingand

Represen

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Recordingand

Represen

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Organizin

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Organizin

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TheArta

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Exam

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Similarities&

Diffe

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Exam

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Similarities&

Diffe

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Purposeful

Homew

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Previewing

Conten

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Exam

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Errorsin

Reason

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Purposeful

Homew

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Exam

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Element#18:RevisingKnowledge


FiveStepsforRevisingKnowledge(example:usingvocabularynotebookentry)

1.Review/revisitpriorunderstanding ofcontent.

“Look atyourcurrentvocabularynotebookentryandconsiderifthereisanythingyouwanttoaddorchange.”

2.Identifyandcorrectmistakes.

“Examine yourworkcarefullytosee ifyoucanfindanymistakes. Ifyoudo,taketimetofixtheerror.”

3.Identifygapsinknowledgeandfillinthegaps.

“Determine iftherearethingsthatarepartiallycorrectbutneedattention inordertobecompletelyright.”

4.Decidewheretoamendpriorknowledge.

“Thinkaboutnewthingsyouhavelearnedabout thiswordsinceyoulastworkonthisvocabularyjournalentry. Makechangestoyourworktoshowwhatyouknownow.”

5.Providereasonsforknowledgerevisions.

“Explain yourthinkingaboutthechangesyoumade.”

Notes:

March2007|Volume64 |Number6RespondingtoChangingDemographics Pages74-79

SpecialTopic/TheCaseForandAgainstHomeworkRobertJ.MarzanoandDebraJ.Pickering

http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx

TYPESOFHOMEWORK

•Homeworkthathelpsstudentsdeepenknowledge

•Homeworkthatenhancesstudents’fluencywithproceduralknowledge

•Homeworkthatintroducesnewcontent


Element#20:PurposefulHomework

ElaborativeInterrogation

Theteacherprobesastudent’sanswerbyaskingelaborativequestionswhichpromptthestudenttoreflectonthenatureofandjustificationsfortheirresponse.Theteachermightask“Whydoyoubelievethattobetrue?”inordertostimulateastudenttoprovideevidencetosupporthisorherconclusion.Basedonthestudent’sresponse,theteacherasksthestudenttogenerateanif-thenstatement.Afteranif-thenstatementhasbeengenerated,theteacherasksthestudentifheorshemightthinkdifferentlyabouttheoriginalconclusion.

MarzanoResearch2016w marzanoresearch.com 27

Element#21:ElaboratingonInformation

Short-TermGroupingStructures


Long-Term Grouping Structures (one class period or more)

1) Heterogeneous groups(varyingabilitylevels)

2) Homogeneous groups(likeabilitylevels)

3) Groupsdeterminedbysocialbehaviors(similarordifferent)


Element#22:OrganizingStudentsToInteract


DAILY LESSON PLAN

Unit: ________________________________________ Week: _____ Day: _____ What will I do to remind students about the instructional goals and how today’s class fits into those goals?

Will I use a “hook” or “bell ringer” in today’s class?

What type(s) of lessons will I use in today’s class (Direct Instruction; Practicing and Deepening; Knowledge Application)?

How will I assess students during the class period?

x Instructional feedback at the whole class level x Assessments of individual students

What activities will I use to ensure high engagement?

Are there specific students in class to whom I should pay particular attention and what actions will I take with those students?

x Remind them of rules and procedures? x Deliberately interact with the student to foster a positive relationship? x Go out of my way to interact with reluctant learners?

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